Connecting War and Genocide

Total Page:16

File Type:pdf, Size:1020Kb

Connecting War and Genocide Connecting War and Genocide Christopher P. Davey International Relations Insights & Analysis Peace and Conflict Analysis Genocide physical destruction, with planned elimination of a Definitions of genocide have been produced by group’s rights, integrity and life. Groups may even be lawyers, scholars, politicians and victims. Debates forcibly re-identified as another group, resulting in about these definitions manifest in tension over the similar destructive outcome. broad and narrow conceptions of genocide. For instance, the UN Convention for the Prevention and Following the establishment of the United Nations in Punishment of the Crime of Genocide narrows target 1945, and the uncovering of Nazi crimes during the groups to those with ethnic, religious, racial, national war, Lemkin lobbied incessantly for the international, identity. The term is also used more broadly as a judicial recognition of genocide. Although, “genocide” rhetorical device by news media and activists in order was not a major feature of the Nuremberg trials, the to mobilize popular opinion. The simplest definition logic of prosecuting Nazi war crimes under the rubric of genocide is that it is the intended destruction of of the mass destruction of civilians was pervasive specific groups. Despite definitional debates, this throughout the trials and sentencing. Government type of destructive action has been part of human representatives at the UN entered into negotiations history as long as warfare itself, however, the two are of a treaty that defined and outlawed the crime. The not necessarily synonymous. Whilst war can occur first round of negotiations produced a document without genocide, genocide rarely occurs without war, that explicitly acknowledged the multiple aspects of yet, this is not a strictly cause and effect relationship. Lemkin’s “genocide”: cultural, physical, and biological This explorative article will address social and legal destruction, the latter referring to the removal approaches to genocide, some historic intersections of children from a group and the reproductive of war and genocide, the problematic nature of sterilization of members of the group. The final treaty intent and ideology, humanitarian warfare aimed at accepted by the General Assembly in 1948, excluded preventing genocide, and historic and contemporary cultural destruction and the targeting of political issues of resources and climate in war and genocide. groups. Genocide was also acknowledged as a crime that could occur in both times of war and peace. A Social or Legal Phenomenon? The term “genocide” itself originates with a single Even though Lemkin’s law had finally been author, Raphael Lemkin. Prior to Lemkin’s naming of established, it saw little exercise in the coming this phenomena, it has littered recorded history. Both decades. The term itself was subject to Cold War the Bible and Quran document divinely mandated rhetoric and political debates, while under the cover mass slaughter of noncombatants. Greek and Roman of US and USSR interests internationally, violence traditions also describe the destruction of Troy against specific groups, labelled as ideological and Carthage. Yet, what makes genocide a unique enemies, was encouraged and permitted in contexts phenomenon was the purposefully labelling by a of decolonization and independence. Most notably contemporary observer of twentieth century warfare. in Latin America, genocides have been documented It was this history that captured Lemkin, as seen in his in Argentina, Chile, Colombia and Guatemala. The later writings on genocide throughout human history. latter case continues to be legally contested into the 2010s and also involved US training of military forces Reviewing photographic evidence and eyewitness in tactics of torture and violence against civilians. The accounts of the destruction of Armenians in the People’s Republic of China also engaged in civilian waning Ottoman Empire, Lemkin, a Polish jurist in group destruction and forced famine at a massive scale the 1930s pushed for international law to prohibit this during Mao’s “Great Leap Forward” and “Cultural level of destruction, banning attacks on a national Revolution”. These internal Cold War conflicts that group’s physical and cultural integrity. Unsuccessful, reached genocidal proportions were fostered, or went but determined, Lemkin escaped Poland after its defeat unquestioned, during geopolitical bi-polar rivalry. by Nazi Germany and fled to the USA. There he took up work in the early 1940s describing the process of It was not until after the Cold War that the UN destruction underway in Eastern Europe. Termed as Convention on Genocide was used in prosecuting and genocide, or literally race-killing, Lemkin articulated attempts at preventing genocide. The 1990s saw mass a process by which a group is subjected to a range of destruction as simultaneously broadcasted across the processes and outcomes, including both cultural and satellite TV connected world and devoid of Cold War 3 International Relations Insights & Analysis Peace and Conflict Analysis divisions that in the past had protected genocidaires. Historical Cases of Genocide and War The International Tribunals for both Yugoslavia and Genocide occurs following warfare, in the context Rwanda ushered in the significance of international of, or during warfare, and sometimes within a criminal law, and judgements that utilized Lemkin’s social or political “war” or campaign that becomes first framing of genocide. In some cases such courts violent on a massive scale. The following examples, are burdened with defining atrocities as genocide or grouped by type, demonstrate these intersections not. Significantly, these ad-hoc tribunals established of war and genocide. These also utilize the varied case law for rape as a weapon of war in the context aspects of violence (structural, direct and cultural) of genocide. This highlighted issues of gender in as described by scholars such as Johan Galtung. genocide, not only raising the question of whether or The genocide of Tutsis, moderate Hutus and Twa not genocide is particularly more lethal for men or peoples in 1994 Rwanda, erupted following a peace women, but also how genocide might be experienced agreement pausing a violent civil war in the north. differently based on gender. It was the case against With the Rwandan Armed Forces, militias and the Jean-Paul Akayesu, mayor of the Taba Commune Rwandan Patriotic Front still mobilized and arming during the 1994 Rwandan genocide, which heralded themselves, violence very easily rolled into successive the first genocide conviction. Rape, as a weapon, was wars starting with the “War of Liberation” in 1996 framed in the prosecution and conviction of Akayesu Zaire. Further retaliatory massacres and genocides as an integral part of genocide in this local context. continued against both Hutus and Tutsis of Rwandan, Burundian and Congolese origin. Indigenous peoples, The 2002 establishment of the International Criminal in the expansion of colonial Europe, were subject to Court and the Rome Statute, whilst having its roots in violent warfare, and campaigns of social or cultural the post-World War II international justice movement, destruction. From opposite ends of the Western stemmed from a global campaign during this 1990s colonial world, Tolowas in 1890s California and era of international jurisdiction and prosecution. The Tasmanians in early 1800s Van Diemen’s Land were Rome Statute articulates verbatim the UN Convention exposed to settler violence, programs of resettlement on Genocide, entrenching crimes against humanity, and re-education, extinguishing the cultural and war crimes, and crimes of aggression into the court’s physical life of these groups. Practices of warfare and jurisdiction. Cases taken on by the Court include military cultures have also influenced the scale of those in the Democratic Republic of Congo, Kenya, destruction. In German South-West Africa Herero Sudan, Côte d’Ivoire, Libya, Central African Republic, and Nama peoples were hunted down and herded into and Uganda. Of note was the warrant for the arrest of the Omaheke desert as part of German annihilationist Omar al-Bashir, as the first sitting head of state charged military tactics forged in past colonial and European with genocide during counter-insurgency warfare wars. First Nations’ children in Canada were also in Darfur. While the court makes no specialized targeted in social warfare that aimed to destroy the connection between war and genocide, many of the Indian and enforce western, white values, education cases tacitly acknowledge the prevalent context of war and culture. Regardless of how these two phenomena for acts of genocide, or the role of military leaders and collide, it is when they do that the scope and magnitude former heads of state involved in wars that commit of destruction is catalysed into a level of violence that genocide. destroys groups of human beings. Given the variety of outcomes for the legal prosecution Genocide is also produced by wars of independence of genocide, and the deep, contextual connection to and wars of state crisis. The wars of the 1990s break-up war, many academic and sociological perspectives of of Yugoslavia, saw mass scale destruction of cultural genocide have run the gamut of amending Lemkin’s and physical life from the burning of libraries, heritage law to a broader definition, reminiscent of the first sites and museums, to the use of rape as a weapon of committee draft, to separating
Recommended publications
  • Recovering Life After Social Death in Post-Genocide Cambodia
    - The UNESCO Slave Route Project: Healing the Wounds of Slavery - Life After/Ward: Recovering Life After Social Death in Post-Genocide Cambodia Khatharya Um That which wounds me has no name- Rithy Panh1 1 Rithy Panh and Christophe Bataille, The Elimination (New York: Other Press, 2013), 4 - Life After/Ward: Recovering Life After Social Death in Post-Genocide Cambodia - Introduction When asked if he ever dreams of his tortured victims, Kaing Guek Eav, better known by his nom de guerre “Duch,” who oversaw the Tuol Sleng S-21 extermination center where at least 12,000 people were tortured and killed, said unequivocally: “No. Never.”2 The survivors of the genocidal regime of which he was a leading figure, however, are not afforded that luxury. Over four decades in the aftermath, in Cambodia and in the diaspora, genocidal haunting continues to torment not only the survivors but also the postgenocide generations. In commemoration of the 45th anniversary of the Khmer Rouge genocide during which almost a quarter of the country’s population perished in less than four years, this paper reflects on the afterlife of genocide. It illuminates the ways in which genocidal haunting continues to unfold in the postgenocide everyday, and the struggles of Cambodians to make meaning of, and work through, this historical trauma. Attentive to the gaps and tensions between state rhetoric and survivors’ agency, it interrogates the possibilities and limits of international tribunals in delivering justice, reconciliation and, above all, healing in the genocide aftermath, and reflects on acts of repair, big and small, public and private, that individuals and communities have undertaken to transcend, if not heal, this collective wounding.
    [Show full text]
  • Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective
    UNIVERSITY OF LEEDS Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective Jack Dominic Palmer University of Leeds School of Sociology and Social Policy January 2017 Submitted in accordance with the requirements for the degree of Doctor of Philosophy ii The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. ©2017 The University of Leeds and Jack Dominic Palmer. The right of Jack Dominic Palmer to be identified as Author of this work has been asserted by Jack Dominic Palmer in accordance with the Copyright, Designs and Patents Act 1988. iii ACKNOWLEDGEMENTS I would firstly like to thank Dr Mark Davis and Dr Tom Campbell. The quality of their guidance, insight and friendship has been a huge source of support and has helped me through tough periods in which my motivation and enthusiasm for the project were tested to their limits. I drew great inspiration from the insightful and constructive critical comments and recommendations of Dr Shirley Tate and Dr Austin Harrington when the thesis was at the upgrade stage, and I am also grateful for generous follow-up discussions with the latter. I am very appreciative of the staff members in SSP with whom I have worked closely in my teaching capacities, as well as of the staff in the office who do such a great job at holding the department together.
    [Show full text]
  • Teaching Genocide in Cambodia: Challenges, Analyses, and Recommendations
    129 Teaching Genocide in Cambodia: Challenges, Analyses, and Recommendations KHAMBOLY DY I asked myself whether or not the young generation of Cambodians believe that the Khmer Rouge crimes did exist in Cambodia. Do they believe what their parents and grandparents have told them about their suffering at that time? Has any author or historian written about this history for of- ficial school curriculum yet? his is the sorrowful impression of Soh Seiha, a female Cham Muslim com- munity leader from Kratie province of Cambodia after visiting the former Khmer Rouge (KR) central security center called Tuol Sleng and the killing fieldsT at Choeung Ek . Some members of her family were killed or had disappeared during the 1975-1979 reign of the Kr . Her concern about the young generation of Cambodians raises a question: Should young people in Cambodia study the history of genocide, crimes and grave human rights abuses in formal classroom settings? Genocide education is the only effective standing the important historical events enables way to prevent future genocide and other grave people, especially the young generations, to human rights violations, foster reconciliation participate in the process of the Khmer Rouge among victims and perpetrators, and continue Tribunal1 that helps to promote accountability to address the question of justice in countries for the abuses of that period . that have experienced genocide . Cambodians However, this vitally and emotionally sensi- cannot talk about justice and reconciliation tive issue remains largely absent from school when the suffering of the victims has not curriculums in Cambodia . The obstacles to been acknowledged . In order to fight against introducing genocide education into class- the possibility of future genocide and other rooms appear in several critical aspects: social, crimes against humanity, young generations economic, political, and pedagogical .
    [Show full text]
  • Preventing Future Genocide: a Vision for Peace Museum in Cambodia
    ARTICLE Preventing Future Genocide: A vision for Peace Museum in Cambodia Soth Plai NGARM ※ Abstract Genocide is a crime against humanity which is beyond the parameters of war crime as the perpetrators could choose to prevent it. It is specifically about the tragedy of human lives caused by human action to accomplish political, social or spiritual goals. Genocide is unique from one place to the other. For example, the genocide in Cambodia was different from that in Rwanda or Bosnia. Similarly, each situation has its source and is characterized by its historical evolution in the given context, but all are based on the choice to commit such a crime. Moreover, every situation can impact on different perspectives and rationales. It depends on the stand point from where we look. The three stages of pre, during and aftermath of genocide; each contain interesting related political dynamics and each stage paradigms a simple but critical question: Before a period of genocide, what are the elements pushing people? When would have been the effective moment to stop the situation, before it went too far? And when it has already happened, how can we ensure similar experiences never happen again? For example in Cambodia, politics in the aftermath of the Khmer Rouge genocide, any political argument contains power struggle and lacks humanity. Throughout the last 15 years of peace in Cambodia, the question of justice and reconciliation still remains unanswered. Although, the establishment of an international tribunal for Khmer Rouge leaders is soon to be established; it is far short of ensuring such crimes against humanity will be prevented in the future.
    [Show full text]
  • The Relationship Between Space, Resources, and Genocide
    Ruling the Bloodlands: The Relationship between Space, Resources, and Genocide Connor Mayes Advisor: Dr. Kari Jensen, Department of Global Studies & Geography Committee: Dr. Zilkia Janer, Department of Global Studies & Geography, and Dr. Mario Ruiz, Department of History Honors Essay in Geography Fall 2017 Hofstra University Mayes 2 Contents Part 1: The Meaning of Genocide................................................................................................ 3 Introduction ............................................................................................................................... 3 Positionality and Purpose ......................................................................................................... 5 Definitions: Genocide, ethnic cleansing, crimes against humanity, and war crimes .......... 6 Part 2: Genocide and Resources ................................................................................................ 10 Material Murder: The Link between Genocide and Resources ......................................... 10 Land .......................................................................................................................................... 13 Natural Resources ................................................................................................................... 19 Human Resources .................................................................................................................... 25 Cultural and Urban Resources .............................................................................................
    [Show full text]
  • Genocidal Gender and Sexual Violence the Legacy of the ICTR, Rwanda’S Ordinary Courts and Gacaca Courts
    GENOCIDAL GENDER AND SEXUAL VIOLENCE The legacy of the ICTR, Rwanda’s ordinary courts and gacaca courts Cover illustration: Francisco De Goya (1746-1828), Etching, Plate 52 from ‘Los desastres de la guerra’ Typesetting: G.J. Wiarda Institue for Legal Research, Utrecht University A commercial edition of this dissertation will be published by Intersentia in the Series Supranational Criminal Law: Capita Saelecta, Vol. 17 under ISBN 978-1-78068-210-5 Genocidal Gender and Sexual Violence The legacy of the ICTR, Rwanda’s ordinary courts and gacaca courts Gendergerelateerd en seksueel geweld als genocide De erfenis van het ICTR, Rwanda’s gewone rechtbanken en gacaca rechtbanken Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof. dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op woensdag 18 december 2013 des middags te 12.45 uur door Usta Kaitesi geboren op 5 augustus 1975 te Kampala, Uganda Promotor: Prof. mr. J.E. Goldschmidt Co-promotor: Dr. R.H. Haveman Financial support for this PhD thesis was provided by the Centre for International Legal Cooperation (CILC). To my dearest friend and husband Richard, and to our girls. Because of your enjoyable love, patience, self-sacrifice, unwavering support and the smiles you bring. ACKNOWLEDGEMENTS The fortunate aspect behind the completion of this study was the opportunity to work with two excellent mentors, Jenny Goldschmidt and Roelof Haveman; your guidance, support and the opportunity to grow academically is sincerely appreciated. I have learnt enormously from your valuable suggestions, perspectives, academic supervision, character and personality; I would not have wished for more.
    [Show full text]
  • Genocide: a Comprehensive Introduction Is the Most Wide-Ranging Textbook on Geno- Cide Yet Published
    ■ GENOCIDE Genocide: A Comprehensive Introduction is the most wide-ranging textbook on geno- cide yet published. The book is designed as a text for upper-undergraduate and graduate students, as well as a primer for non-specialists and general readers interested in learning about one of humanity’s enduring blights. Over the course of sixteen chapters, genocide scholar Adam Jones: • Provides an introduction to genocide as both a historical phenomenon and an analytical-legal concept. • Discusses the role of imperalism, war, and social revolution in fueling genocide. • Supplies no fewer than seven full-length case studies of genocides worldwide, each with an accompanying box-text. • Explores perspectives on genocide from the social sciences, including psychology, sociology, anthropology, political science/international relations, and gender studies. • Considers “The Future of Genocide,” with attention to historical memory and genocide denial; initiatives for truth, justice, and redress; and strategies of intervention and prevention. Written in clear and lively prose, liberally sprinkled with illustrations and personal testimonies from genocide survivors, Genocide: A Comprehensive Introduction is destined to become a core text of the new generation of genocide scholarship. An accompanying website (www.genocidetext.net) features a broad selection of supplementary materials, teaching aids, and Internet resources. Adam Jones, Ph.D. is currently Associate Research Fellow in the Genocide Studies Program at Yale University. His recent publications
    [Show full text]
  • Carrier / Chiriac with Niran / Sinai Explaining the Holocaust And
    Carrier / Chiriac with Niran / Sinai 2021 Explaining the Holocaust and Genocide in Contemporary Curricula, Textbooks and in Pupils’ Writings in Europe Country Studies Peter Carrier / Christine Chiriac with Ben Niran and Stavit Sinai Explaining the Holocaust and Genocide in Contemporary Curricula, Textbooks and in Pupils’ Writings in Europe Country Studies urn:nbn:de:0220- 2021-0037 This publication was published under the creative commons licence: Attribution 3.0 Germany (CC BY 3.0) https://creativecommons.org/licenses/ by/3.0/. Cite as: Peter Carrier and Christine Chiriac with Ben Niran and Stavit Sinai. Explaining the Holocaust and Genocide in Contemporary Curricula, Textbooks and in Pupils’ Writings in Europe: Country Studies. (2021). urn:nbn:de:0220- 2021-0037. Explaining the Holocaust and Genocide in Contemporary Curricula, Textbooks and in Pupils’ Writings in Europe COUNTRY STUDIES The National Dimensions of Explanations of the Holocaust and Genocides in European Educational Media Peter Carrier / Christine Chiriac with Ben Niran and Stavit Sinai Contents Introduction ................................................................................................................................ 3 ALBANIA .................................................................................................................................. 4 AUSTRIA ................................................................................................................................. 10 BELARUS ...............................................................................................................................
    [Show full text]
  • Human Remains and Mass Violence: Methodological Approaches
    Introduction. Corpses and mass violence: an inventory of the unthinkable Élisabeth Anstett & Jean-Marc Dreyfus Mass violence is one of the defining phenomena of the twentieth century, which some have even called the ‘century of genocides’.1 Scarred by the Armenian genocide, the Holodomor in Ukraine, the Spanish Civil War, the Holocaust, the gulags and, more recently, the crimes against humanity committed in Bosnia, Europe alone offers a range of examples of such extreme events.2 These out- breaks of mass violence particularly affected civilians, unlike most previous massacres, with the motivations behind them political, ideo logical, racial or religious, and fitted into a general- ized background of violence and the construction of nation-states or territorial empires.3 Mass violence was also a symptom of new types of political regime, with no precedent in human history.4 Yet, in spite of their scale and variety, and in spite of their millions of victims, European massacres and genocides on their own do not allow us to draw a definitive typology of mass violence, for other continents have seen, and indeed are still witnessing, massacres which continually widen our notions of these human catastrophes. Asia, for instance, has been scarred not only by the Great Chinese Famine, which, according to some estimates, claimed up to 40 million victims during the policy of the ‘Great Leap Forward’,5 but also by the Cambodian genocide, which resulted in 1.5 million deaths between 1975 and 1979,6 along with the mass violence com- mitted in Indonesia
    [Show full text]
  • Updated Fall 2019 BEDROSS DER MATOSSIAN Department of History
    Updated Fall 2019 BEDROSS DER MATOSSIAN Department of History 637 Oldfather Hall University of Nebraska-Lincoln Lincoln, NE 68588, USA Phone: 917-826-8856 E-mail: [email protected] EDUCATION COLUMBIA UNIVERSITY, NEW YORK, Department of Middle Eastern, Asian, and African Studies, M.A., 2003; M.Phil., 2004 (with distinction); Ph.D., 2008. THE HEBREW UNIVERSITY OF JERUSALEM, ISRAEL B.A. in Political Science and Islamic and Middle Eastern Studies, 1999. POST DOC Has been awarded Middle East Studies Post-Doctoral Fellowship at Syracuse University 2008-2009 (Declined). ACADEMIC POSITIONS UNIVERSITY OF NEBRASKA-LINCOLN, NE, Associate Professor of History, 2016-Present UNIVERSITY OF NEBRASKA-LINCOLN, NE, Assistant Professor of History, 2010-2016 UNIVERSITY OF CHICAGO, CHICAGO, IL, Dumanian Visiting Professor in the Department of Near Eastern Languages and Cultures, Spring- Quarter, 2014 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, CAMBRIDGE, MA, Lecturer in Middle East History, 2008-2010 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, CAMBRIDGE, MA, Research Affiliate in the Faculty of History, Summer 2009 COLUMBIA UNIVERSITY, NEW YORK, NY, Teaching Assistant and Instructor in the Department of Middle Eastern, Asian, and African Studies, 2001-2008 COURSES TAUGHT UNIVERSITY OF NEBRASKA-LINCOLN Undergraduate Graduate Capstone Seminar: Crimes Against Humanity Reading in Comparative World History: Settler The World Since 1500 Colonialism The History of Modern Middle East Graduate Seminar in World history Palestine and the Arab-Israeli Conflict Honors Seminar:
    [Show full text]
  • Gender, War and Genocide in the 20Th Century Thomas Kuehne Clark University, [email protected]
    Clark University Clark Digital Commons Syllabus Share Special Collections Spring 2018 Gender, War and Genocide in the 20th Century Thomas Kuehne Clark University, [email protected] Follow this and additional works at: https://commons.clarku.edu/syllabi Recommended Citation Kuehne, Thomas, "Gender, War and Genocide in the 20th Century" (2018). Syllabus Share. 87. https://commons.clarku.edu/syllabi/87 This Syllabus is brought to you for free and open access by the Special Collections at Clark Digital Commons. It has been accepted for inclusion in Syllabus Share by an authorized administrator of Clark Digital Commons. For more information, please contact [email protected], [email protected]. CLARK UNIVERSITY HIST 236/336 Gender, War and Genocide in the 20th Century Spring 2018 Professor Thomas Kühne Time: Wed 9:00-11:50 am Place: Strassler Center for Holocaust and Genocide Studies, Rose Library Office Hours: Tuesday, 9-10 am, Strassler Center 2nd fl., and by appointment Phone: (508) 793-7523, email: [email protected] Description Boys become real men through military service and by participation in war, by killing and dying for the fatherland, while giving birth to and raising children—motherhood-- serves as central marker of womanhood. Gender stereotypes such as these were questioned but also reinforced throughout the wars of the 20th century. These wars mobilized men as well as women, and they increasingly blurred the boundaries between men and women. On all fronts and sites, however, concepts of masculinities and femininities structured propaganda and emotions, fighting morals and antiwar movement, the preparation of minds for mass violence, and its remembrance.
    [Show full text]
  • Genocide and Bangladesh
    Genocide and Mass Violence in Asia Genocide and Mass Violence in the Age of Extremes Edited by Frank Jacob Volume 1 Genocide and Mass Violence in Asia An Introductory Reader Edited by Frank Jacob ISBN 978-3-11-064529-3 e-ISBN (PDF) 978-3-11-065905-4 e-ISBN (EPUB) 978-3-11-065510-0 Library of Congress Control Number: 2019940615 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available from the Internet at http://dnb.dnb.de. © 2019 Walter de Gruyter GmbH, Berlin/Boston Typesetting: Integra Software Services Pvt.Ltd. Printing and binding: CPI books GmbH, Leck Cover image: Malcolm P Chapman / Moment Open / Getty Images www.degruyter.com Contents Frank Jacob 1 Genocide and Mass Violence in Asia: An Introduction 1 Section I: Forms of Mass Violence and Genocide Christian Gerlach 2 Crowd Violence in East Pakistan/Bangladesh 1971–1972 15 Anwar Ouassini and Nabil Ouassini 3 “Kill 3 Million and the Rest Will Eat of Our Hands”: Genocide, Rape, and the Bangladeshi War of Liberation 40 Section II: Victims Margaret D. Stetz 4 Reframing the “Comfort Women” Issue: New Representations of an Old War Crime 61 Samantha Christiansen 5 From Student Activists to Muktibahini: Students, Mass Violence and the Bangladesh Liberation War 78 Section III: Perpetrators Frank Jacob 6 Narratives Without Guilt: The Self-Perception of Japanese Perpetrators 101 Marcel Berni 7 Excessive Violence in a War Without Fronts: Explaining Atrocities in South Vietnam (1965–1973) 117 VI Contents Section IV: Memory and Justice Ikō Toshiya 8 Japanese War Crimes and War Crimes Trials in China 141 Paul Antonopoulos and Drew Cottle 9 Forgotten Genocide in Indonesia: Mass Violence, Resource Exploitation and Struggle for Independence in West Papua 160 Michael G.
    [Show full text]